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This course allows teacher to experience the 6S Study Skills Course as it would be run to students, but with more of an emphasis on using the tools as teaching techniques. We examine the concept of regular review and use it to experiment with ten different learning tools throughout the day. Teachers will learn about the importance of sleep, state, sustenance, skills, support and state to the exam experience and will be shown ways to help their students improve note-making, note-taking, thinking and study skills.

Who is it for?

For all secondary and post 16 teachers whose pupils need help preparing effectively for exams and tests.

Aims and Objectives

• By the end of the day delegates should be able to:-
• Change students perception of their ability to remember and learn things
• Expose students to current research around key areas like sleep, sustenance, sport, support and state in order to encourage them to prepare their whole body for the exam experience
• Encourage students to try the Regular Review Process (a way of systematically reviewing work until it is “just known”)
• Apply appropriate study strategies to enable young people to develop as learners
• Promote the concept of self reflection and regular reflection
• Define appropriate strategies to enable young people to perform towards their maximum achievement in assessment situations

What you will receive:

• A day’s training that is fun, fast-paced and filled with practical ideas and useful strategies
• A workbook containing templates of the day’s tasks and challenges

Course Benefits:

• Raised staff awareness of individual learning styles and preferences
• Strategies that can be used for SATs, GCSE and A-Levels preparation
• Additional skills and knowledge ready to be applied in the classroom
• Staff are engaged and involved (and even entertained!)
• Staffs enjoy a positive learning experience
• Improved classroom performance as a result of applying proven principles and techniques
• Increased staff awareness on the application of The Regular Review Process
• Stimulation of a positive attitude towards reflective practice Staffs demonstrate to themselves and to others what they have learnt
• Greater confidence in the use of different learning tools in the classroom
• Increased motivation to apply reflective practice as habit

Timing